5) construction of knowledge by conducting quantitative and qualitative studies on the subject and racial and gender inequalities in education. From the structure of these 5 points, we can consider that: a) the 1st goal to be pursued for the realization of a solid work is the mainstreaming of racial and ethnic themes in research and education policy. Transforming the fight against racism in a category of analysis in the development, monitoring and evaluation of education policies. A second goal b) should be the institution of specific programs and policies, initialed / linked to specific actions to be used in the fight against racism and sexism financial resources. Well, the Brazilian experience shows that when the policy is not specified and resources are not tied to specific actions, there is a strong tendency to spray efforts. So, it happens that the financial resources and personnel are used in various other actions that non counselor policy goal: combating racism and sexism. Trend-oriented non-assessment / ignorance of the problem. So, c) a third goal should be the creation of teams with consistent knowledge of the modus operandi of racism and sexism in society and, more specifically, on its dynamics in the education system. Knowledge that can be gained in courses offered for managers and managers who are in front of the application of the policy. On the contrary, ignorance of the specifics of racism and sexism lead, almost always, to the development of ineffective policies, therefore the misuse of financial resources occurs, as well as loss of time. Considering the experience of the Brazilian State in the implementation of an anti-racist education and anti-sexist, it has become mandatory teaching of History and Afro-Brazilian and African culture, but without achieving successful results in school everyday, some recommendations are established with a view to strengthening public policies developed and implemented from the national government. That is, they are recommendations that should be pursued and conducted by the ministries of education, namely: 1. Institute / induce courses graduation and post-graduation creation of disciplines that enable the teachers a consistent performance in the class in favor of an anti-racist and anti-sexist education; 2. Raise and instituting at the ministerial sphere a committee of experts on education and combat racism and ethnic and racial discrimination. To the advice of the Ministry of education and social control, processing, monitoring and evaluation education policies; 3. Support / finance the construction and dissemination of information - quantitative and qualitative - on ethnic and racial inequalities, including the dimension of inequalities between women, with a view to advances in understanding and knowledge about race / gender intersection; 4. Institute / encourage affirmative public policies for access and permanence of black men and women in higher education as a right to be perpetrated by States; 5. To urge, encourage, and support to all organs of States to implement the Plan of Action of the Third World Conference Against Racism (Durban, 2001);